Dynamic Assessment Protocol
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- Godfrey Campbell
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1 Name of Student: Age: Gender: Grade: Date of Birth: Teacher: School: Dates Tested: Examiner: REASON FOR TESTING BACKGROUND INFORMATION Primary language of child: home: Teacher s Concerns: Receptive Language: Expressive Language: Sound Production: Vocabulary/Concepts Grammar Sounds Following Directions Sentences Syllables/Words Answering Questions Narratives Sentences Parent s Concerns: Child s Language Development has been: Slower than siblings / peers Similar to siblings / peers Faster than siblings / peers Behavior During Evaluation: Compliance: Cooperative/uncooperative Easy to establish rapport/difficult to establish rapport Attention/alertness: Alert/easily distracted Maintained attention/did not maintain attention Need for Redirection: Without prompting/with minimal prompting/with frequent prompting Formal Tests Administered: English: CELF-4 CASL OWLS Spanish: CELF-4:S PLS-4:S PLS-5:S Other Observations: Directions: Based on areas of difficulty noted during formal testing, select one language target for Dynamic Assessment. Conduct Pre-testing using 5 items taken from baseline probes. Record results. If 80% accuracy or higher, select another target. If 60% or lower, conduct Mediated Assessment session, followed by Post-testing with Minimal Support. Continue to increase level of support until 80% accuracy is reached. 1
2 Mediated Assessment Strategy Purpose Example Intentionality: Meaning: Transcendence: Application: Competence: What s the goal? State the purpose of the teaching. Why are we working on this? Tell why it s important and relevant. What happens if we don t have this Develop awareness of the relevance of the skill to real life through critical thinking. Here s what I expect you to do. Let s try it together. Clarify expectations and give explicit instructions. Provide a model and allow opportunities for practice. What did you learn? Why is it important? When will you use this Check for understanding of the skill and its importance for the current context and future classroom activities. We re going to work on following directions that have 3 steps. When someone gives you directions, it s important to do each step so that you finish the task. What if your teacher tells you to color, cut, and glue, but you only follow two of the directions? Then your project wouldn t be finished. This time when I give you a direction that has 3 steps, I want you to do all 3 steps in the order that I say them. I ll do it first and then it will be your turn. Remember, it s important to listen to all the steps in a direction and follow each one. Now you tell me what we practiced and why it s important. Think about when you might need to follow directions correctly in the classroom. Then we ll try it five more times. Support Strategies (Teacher Effort) 2
3 Language Target Pre-Test (Min) (Mod) (Max) Concept: Quality (color) Quantity (#) Spatial (location) Following Directions: Answering Questions: Repeating Utterances: Creating Utterances: Ordinal/Temporal 1-step 2-step 3-step What / Who Where / When Why Number of words Grammatical forms Word order Number of words Use of conjunctions Grammatical forms Vocabulary 3
4 Age of Acquisition Narrative Language Target (Macrostructure) 3 years Setting (Time, Place) Pre-Test (Min) (Mod) (Max) Initiating event 4 years Temporal sequence* Central theme* 5 years Labels characters Labels surroundings Attempts Consequence Reaction 6 years Provides implicit aims/intentions of characters Resolution 7 years Theme and Moral* 8 years Explicit aims/plans of characters (uses words like decided to ) 11 years Multiple plans Multiple attempts Multiple consequences Embedded Stories* >12 years Two separate but parallel episodes that influence each other *Expectancies that may vary due to culture 4
5 Mediated Assessment Strategy Purpose Example Intentionality: What s the goal? State the purpose of the teaching. We re going to work on Meaning: Why are we working on this? Tell why it s important and relevant. When someone, it s important to Transcendence: What happens if we don t have this Develop awareness of the relevance of the skill to real life through critical thinking. What if your teacher, but you? Then Application: Here s what I expect you to do. Let s try it together. Clarify expectations and give explicit instructions. Provide a model and allow opportunities for practice. This time when I, I want you to. I ll do it first and then it will be your turn. Competence: What did you learn? Why is it important? When will you use this Check for understanding of the skill and its importance for the current context and future classroom activities. Remember, it s important to Now you tell me what we practiced and why it s important. Think about when you might need to Then we ll try it five more times. 5
6 Support Strategies (Teacher Effort): Task #1 Dynamic Assessment Protocol Support Strategies (Teacher Effort): Task #2 Support Strategies (Teacher Effort): Task #3 Notes: 6
SOFTWARE EVALUATION TOOL
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